The Hate U Give by Angie Thomas

Lesson Sequence adapted for upper high school: Exploratory Essay (Conflicts)

Rationale:

The most important literary device students may learn through studying The
Hate U Give by Angie Thomas is conflict - intersecting conflicts, in fact. The story
follows a 16-year-old black girl who witnesses a fatal attack by police against one of her
closest childhood friends, and who must reconcile the person she is in her hometown
versus the person she is in her mostly white high school.
While most successful fiction novels contain some level of conflict, it’s rare that
these conflicts are as intersectional as the ones within Thomas’ book. The conflicts
address issues of police brutality, identity, race relations, oppression, and so much
more, while being extremely readable for any audience, though particularly for
adolescents. Unless a movie version of this novel read word for word the thought
process Starr, the main character, undergoes each time she shifts from one identity to
another, or when she must visit the police station after her friend’s murder, or when she
watches the coverage of the murder on local news stations, there is no way for the
audience to truly understand the complexity of the conflicts Starr is forced to
experience. The conflicts within this book alone are enough to craft an entire unit upon.
In fact, a unit in which conflicts within this novel could be compared to conflicts within
classic literature would also be pretty exciting to create.
It would also be beneficial to address grammar while teaching this novel. I think
it does a fantastic job of presenting a different dialect of English (African American
Vernacular English) without a hint of prejudice or stereotyping. Most likely this is
because the author herself is black, and knows how to write from the perspective of a
black person without drawing on stereotypes of black culture and black lives. I think
studying this book would give adolescents a chance to understand the fact that just
because some grammar within this book doesn’t follow “conventional” guidelines that
they may learn in school, it doesn’t mean that this dialect is ungrammatical. That may
be beneficial for kids to understand before entering college or the workforce, in which
they’ll undoubtedly be exposed to individuals of multiple backgrounds, ethnicities, and
races, who all speak in ways different than them.
While the text may not pose challenges to students in regards to method or style,
having them read the text critically to unpeel the layers of conflicts will undoubtedly give
them good practice with close reading. While this could be done in many novels that
adolescents study in high school, The Hate U Give would allow for students to engage in
conversations about racism, oppression, and identity at an age when they tend to start
noticing issues like these, all within a safe environment. It is imperative for students to
read this novel – or at least a novel like this – so they can start having these
conversations while practicing analytical skills like critical reading and comparing texts.
Throughout these lessons I attempt to focus on voice and conflict, because I think
they are two of the biggest components of Thomas’ novel.
Standards

Source: http://www.corestandards.org/ELA-Literacy/W/11-12/

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.

CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.

CCSS.ELA-LITERACY.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.

CCSS.ELA-LITERACY.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.

CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.

CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
Lesson 1: Introduce the novel (Engagement)

Recommended for Grade 11

Purpose: To get students thinking critically about the cover art for The Hate U Give,
what it might mean, etc.

Preparation: Students will need paper and pencil

Procedure: Students will work individually at first and write down what they think about
the cover art (front and back), including little things they notice about the colors, style,
what’s missing and what’s specifically included. They will then work in small groups to
share what they thought and found out. Once they’ve had time to do this, we’ll begin a
whole group discussion about what they found. I will start with these questions:
1. What did you notice?
a. If students mention “THUG”, discuss what we think the author might be
trying to address. What might this mean? Why do we think she would use
it?
2. What does the cover make you think of?
3. Did this cover make you feel anything?
4. What demographic do you think this cover is targeted towards? Age, race, gender,
sex, religion, etc.
5. Is the cover art simple? Or do you think it might have a deeper meaning?

After the class discussion, I will discuss the tricks of cover art that publishers use to
entice readers. I will use other examples (like Tangerine and Seventeenth Summer) to
illustrate how untrustworthy cover pages can be. I want them to hold onto this idea
because I will ask them again after we read the book if the cover art is misrepresentative
or if it does a fair job of depicting what the story entails. If we have time after that
discussion, I will briefly introduce the novel by talking about Angie Thomas and her
story, critical reception of the book, and what other authors have said ( will use this
resource: http://angiethomas.com/). I do not want to share too much about the story at
this point, so I’ll try to veer away from plot points and larger thematic elements.

Assessment: Students will be formatively assessed based on the class discussion.

Lesson 2: Introducing the Main Character (Engagement)

Recommended for Grade 11

Purpose: The goal of this lesson is to introduce students to the main character, the main
character in The Hate U Give. They will also become engaged in the subject matter by
making personal connections with the novel’s main character.
Preparation: Students will need materials to write with and a copy of the text to read
from.

Procedure: After a brief reminder about the novel - including genre, topic, and author
information - students will follow along in their texts while the instructor reads a
passage from The Hate U Give. We will read from pg. 70 “I get out the car” to pg. 71 “I
can’t stand myself for doing it, but I do it anyway.” Once the reading is done, the class
will engage in a general discussion about what occurs in the passage, what it indicates
about the main character and their situation, what predictions they might be able to
make about the characters, and address any questions that students might have about
the text. We will define “code switching” and how it applies to Starr’s situation. We will
then complete an activity in which we create a list that differentiates Starr’s behavior at
school from her behavior at home. After the class does that, I want them to create a list
that differentiates their behavior at school from at home. The purpose of this activity is
to get students thinking about how Starr has to engage in code switching, and how they
likely also do so. This might engage students in Starr’s story (especially if they can
relate), which will encourage them to actually read the novel.

Assessment: The class discussion and participation in the activity will serve as a
formative assessment.

Lesson 3: Introducing the text itself (Engagement)

Recommended for Grade 11

Purpose: To give students an idea about what this novel will be like, including structure,
language, voice, vocabulary, setting (time/place), etc.

Preparation: Students will need paper and a pencil.

Procedure: Students will read have read the first two chapters the night before and come
to class with their copy of the text. In class, students will re-read the first chapter and
identify certain elements of the text on a piece of paper. They will answer the questions:

1. What kind of language is used in this novel?

2. Is there any vocabulary in this chapter that stands out to you as odd or
surprising?
3. What time period does this novel take place in? How can we tell/what are some
context clues?
4. Where does this novel take place? What geographic location? Can we tell?
5. Does this novel seem like other novels we’ve read in class? Why or why not?

Students will cite specific passages, quotes, or words from the text to backup their
claims.
Assessment: Their answers will serve as a sort of exit ticket as well as a formative
assessment to gauge their knowledge at this point of certain plot elements occurring in
chapter 1 of the novel.

Lesson 4: Voice (Engagement)

Recommended for Grade 11

Purpose: The purpose of this lesson is to have students starting thinking about voice, in
terms of Starr, the author, and themselves. I want them to recognize the importance of
voice in writing, and to realize how difficult it is to fake.

Preparation: Students will need paper and pencil.

Procedure: Students will have read through chapter 6 of the novel at this point. Today
will begin with a discussion about voice. Students should already have a relatively good
grasp on what voice is as 11th graders, but we’ll go over it again (and the literary
elements used to create it) just to make sure everyone is up to speed. After that, I will
ask students to write a letter to someone in the novel pretending they’re Starr. Examples
could be Officer 115, Big Mav, Hailey, Chris, Khalil, Brenda, etc. I want them to try and
emulate her voice, and capture her emotions and depict what they believe to be her
thought process. When students are done, I will ask for a couple people to share. After
we’ve heard some examples, I’m going to ask students to write a letter to anyone in the
book as themselves. This time they can only be themselves in their writing. Hopefully
this activity will highlight to students how voice is important in writing, and how we can
use our own in our writing.

Lesson 5: Conflicts in The Hate U Give (Engagement)

Purpose: The purpose of this lesson is to have students identify main conflicts between
the main character and other people or things in the novel.

Preparation:

Procedure: Students will have read through chapter 9 at this point. We will begin class
with a discussion of literary conflicts, such as character vs. character, character vs. self,
and character vs. character. I will ask students to identify conflicts of each nature thus
far in the novel, and to expand upon any of the conflicts if they can. I will ask these
guided questions in order to get them thinking:
1. Are there any conflicts where Starr confronts another character?
2. Are there any conflicts where Starr confronts herself? Or where she’s upset with
herself?
 3. Are there any moments where Starr is mad at her environment? Where she lives?
Where she goes to school? Is she ever mad at the weather? An animal? A force of
nature?

From there we will discuss other conflicts in the novel that don’t involve Starr.
1. What about Khalil?
2. Big Mav?
3. Seven?
4. Uncle Carlos?

Assessment: The assessment will be our class discussion and the list we can come up
with.

Lesson 6: Introducing Social Injustice (Formative)

Recommended for Grade 11

Purpose: To learn to identify the social injustices that happen throughout the novel.

Preparation: Paper and pencil for notes

Procedure: Students will have finished part 1 of the novel at this point. Students will
have a brief 3-question quiz to complete before the lecture portion of the day can begin.
The questions will be:

1. Who is DeVante and why is he important?

2. What happened between Starr and Hailey after the interview of 115’s father
aired?
3. How do you think the decision of the court will go?

A discussion/lecture about what social injustice is will follow this brief quiz. A
PowerPoint presentation will be used as a supplement to the discussion/lecture, in
which definitions and pictures/examples will be provided. As a class, we will discuss the
potential causes of social injustice, what social injustice looks like, and how it might
affect them. The ultimate goal is to have students come up with examples of social
injustice that they notice or are familiar with. As a class we will create a list of social
injustices that they notice around them. These do not have to be broad, they can be as
simple as “Because I’m the youngest person in my house, no one listens to my advice.”
The goal is to get students thinking about how pervasive social injustices are, and to give
them a perspective of what it’s like to experience these injustices. It would be great if
students could focus on injustices they face at school.

Assessment: The list we create as a class and the discussion we have about injustices will
serve as a formative assessment for this lesson.
Lesson 7: Social injustice in The Hate U Give (Formative)

Recommended for Grade 11

Purpose: The purpose of this lesson is to have students recognize social injustices that
occur within The Hate U Give, specifically to the main character, Starr. This will, ideally,
flesh out our discussion of conflicts from earlier in the unit.

Preparation: Students will need a pencil and the “Acting for Justice” chart, and a school
issued computer.

Procedure: Students will have read parts 2 and 3 of the novel at this point. Before
beginning the activity, we will discuss as a class the terms that are often used when
talking about justice and injustice (target, ally, bystander, perpetrator). The students
will receive the “Acting for Justice” chart to take notes on while we are discussing these
terms. Before we begin the activity, however, I want students to take some time to
identify social injustices that have occurred within the novel at this point. I will
introduce topics like: Emmett Till, Marcus Garvey, Birmingham Church Bombing, Fred
Hampton and Bobby Hutton, the history of protests, Trayvon Martin, Michael Brown,
Eric Garner, Tamir Rice, police brutality, the Black Lives Matter movement, etc. What I
eventually want us to do in this lesson is fill out an Acting for Justice chart for a
situation from the novel, and a historical event or person mentioned in the novel. Ideally
we will have access to the computer cart, so students can research some of these topics
without us having to discuss them in class. If we don’t get far enough along in the class
period, then these charts will be homework for them to finish.

Assessment:
 Acting for Justice
Target Ally
Definition: Definition:

Example: Example:

Bystander Perpetrator
Definition: Definition:

Example: Example:
Lesson 8: Tic Tac Toe Activity (Formative)

Recommended for Grade 11

Objectives:

Purpose: The goal of this lesson is to gauge students’ comprehension and meaning-
making of what we read about in the novel. I want to know that they’re thinking
critically about elements of the novel, and the events that occur within it.

Preparation: Students will need paper and pencil, and the handout with the Tic-Tac-Toe
board questions.

Procedure: Students will have finished the novel at this point. Students will be given the
tic-tac-toe board filled in with questions. Their job is to answer 3 of the questions given,
while following the rule that their row can go in any direction as long as their first
question comes from the top row. They will write down their answers in their journal,
share responses in small groups of two or three members (ideally their table group), and
then engage in a whole-class discussion about the questions and their answers to find
similarities and differences in our thought processes. We’ll engage in a whole-class
discussion to highlight others’ thoughts and opinions regarding these questions.

Assessment: Learning contract serves as formative assessment.

 Learning Contract

Directions: Your task is to answer three questions of your choice, starting with a
question in the top row. Like the game tic-tac-toe, you can answer vertically (up and
down), horizontally (side to side), or diagonally (slanted). Read over all of the choices
first before deciding which direction you want to go.

If you could interview any

How are you like Do you like Starr? Why or character in the novel, what would
Starr in the novel? In why not? you ask? Why? List 5 questions
what ways? you would ask.

Do you think the title Why do you think the What do you think the overall
of the book fits the author chose to title the message of the novel? What was
story? Why or why book this way? Explain Angie Thomas’ purpose in writing
not? what you think the it?
meaning of the title is.

If you were an English teacher,

On a scale of 1-10, What do you feel is the would you teach this book to your
rate the book. most important word, class? If you’re on the fence about
Provide at least three phrase, or paragraph it, what more do you need to know
reasons why you from this book? Explain about the book to make that
gave it the score you why it is important. decision?
did.
Lesson 9: Brown Paper Bag activity (Formative)

Purpose: The purpose of this lesson is to get students thinking about conflicts within the
novel again. This time they will be looking at key places or things and relating them back
to conflicts from the novel.

Preparation: Students will need to work in groups of 4 (table partners), a brown paper
bag per group, and form for them to fill out as they complete the activity.

Procedure: Students will begin by reaching into the bag to pull out one slip of paper.
Each slip will have something different on it, and there will be four slips - one per
person. The slips will say: Basketball, Williamson Prep, Hairbrush, Garden Heights.
Students will work independently to answer this question: Does this item have anything
to do with a conflict in this novel? Does it have anything to do with a lot of conflicts?
They can answer these questions in list form as it’s only a brainstorming activity. After
they have independent work time, they will work together with their table mates to
discuss what they found. They will have time to fill out

Assessment:

After they have independent work time, they will work together with their tablemates to
discuss what they found. We will cycle through this activity a few times.

Lesson 10: Discussion of topics (Summative)

Purpose: The purpose of this lesson is to introduce potential paper topics to students
and give time to familiarize themselves with them so they can choose one by the end of
class. This will also be an introduction for how to write a proposal.

Preparation: Students will need the handout of topics/ideas/proposal info form.

Procedure: Today is the day we introduce the final paper topics!! We will start out by
discussing what a research paper is (with no pressure because we will go over that in a
later lesson). In a way, the paper I’m asking them to write is essentially a compare and
contrast essay, but research is required, which is why I’m calling it a research paper.

Assessment: proposal due at the start of the next class.

Handout: Paper Topics (& Proposal due TOMORROW!)

This unit’s final assessment will be a paper in which you must examine two conflicts
from within the novel. As a general reminder, there are three basic types of conflicts that
we will be using as a framework for this essay. These conflicts are: Character vs.
Character, Character vs. Self, Character vs. Nature
The first conflict you must examine is one that takes place between Starr and someone
or something else in the novel. Potential examples could be:

Starr vs. 115

Starr vs. Hailey
Starr vs. Garden Heights
Starr vs. Herself

The second conflict you must examine is historical. Starr mentions many injustices
throughout the novel. It is your job to choose one of these conflicts, identify what kind of
conflict it is or was, and relate it to the fictional conflict between Starr and
someone/thing else.

Proposal:

This is due TOMORROW. I want you to type up what you’re writing about, why you
chose the topic you did, and what you think you need to research.

Lesson 11: How to conduct research (Summative)

Purpose: The purpose of this lesson is to give students knowledge about how to conduct
research online.

Preparation: Students will need computers

Procedure: At the start of class, I will ask students to hand in their paper proposals.
From there, students will participate in a webquest on how to find credible sources:
http://zunal.com/tasks.php?w=170880

While students are participating in the webquest, I will go over their proposals, either
giving them a check to indicate that their topic is approved, or an indication that they
need to clarify, expand, or pick another topic altogether. Once students have had ample
time to work on the webquest (it may take a day or two, depends on how well students
are moving through it), we’ll go over what we learned and expand upon elements that I
found using these sources: https://www.edweek.org/ew/articles/2013/05/22/32el-
studentresearch.h32.html#
http://www.educationworld.com/ultimate-guide-teaching-source-credibility
https://www.edutopia.org/blog/evaluating-quality-of-online-info-julie-coiro

This lesson will be dedicated to teaching students how to conduct good research. While
this paper is not solely a research paper (there are elements of compare and contrast), a
fair amount of research is necessary in order to complete the project.

Assessment: Students must find at least 3 sources they can use in their paper.
Lesson 12: How to Outline (Summative)

Purpose: The purpose of today’s lesson is to introduce a basic outline format to students
that will aid them in organizing information for their paper.

Preparation: Students will need a Venn Diagram and the outline form.

Procedure: At this point students should all have their proposals approved by me. This
lesson will be dedicated to comparing (or contrasting) their two conflicts. We will start
with a short activity using the Venn Diagram to clearly organize their ideas/thoughts on
how the two conflicts are similar or different. After that activity, we will move into
discussing the Outline. I will walk them through an example outline just to show them
the steps, but I will hand this out as the bare minimum for what I want from them. My
example outline will probably compare something unrelated, like popcorn and pizza, or
pepperoni pizza and cheese pizza (something silly like that) that will allow me to walk
through the steps of creating my outline. This will ultimately lead up to the homework
for tonight (maybe two or three nights depending on how students feel) to create an
outline for their conflicts. It doesn’t have to be amazing, but I want to see some of their
thoughts organized clearly.

Assessment: Students will bring an outline to class

Venn diagram:
http://www.irc.vbschools.com/fortheweb/charts_graphs/pages/venn%20diagram_jpg.
htm

Outline:
http://www.wolfgroupweb.com/en/term-paper-outline
Lesson 13: Writing a rough draft, MLA citations, how to create a Works
Cited page (Summative)

Purpose: The purpose of this lesson is to given students requirements for the format of
their paper. The will be using quotes, excerpts, passages, etc., from the novel, and they
will need to properly cite them. Additionally, students will be using quotes and
information from scholarly sources, and will need to know how to properly cite them as
well.

Preparation: Students will need computers and MLA format guide packet.

Procedure: Today students will learn (or be reminded if they’ve learned before) how to
properly cite sources in MLA format. We will begin by going over the packet I will
handout that addresses all they will need to know for this paper in particular, given the
kinds of sources they will be using. After that, we will walk through the process of
creating a works cited page. Students will have the necessary information required to
complete one for this essay.
Once that is done, we will all participate in an activity online where we have to identify
mistakes in citations.
https://owl.excelsior.edu/citation-and-documentation/mla-style/mla-activity/

With whatever time is left, students will start working on their rough draft essays.

Assessment: The online activity will function as a formative assessment for the day, and
their homework (to complete a rough draft based on their outline), will function as a
portion of the overall summative assessment.

Lesson 14: Peer Review Day! (Summative)

Purpose: The purpose of this lesson is to give students a chance to engage in peer
review. This way they will get feedback and opinions from their peers about their
writing, sources, organization, and content.

Preparation: Rough drafts (2-3 copies), pens (not red)

Procedure: Students will take the time to read through their partner’s paper carefully,
paying attention to higher order concerns like big ideas, organization, thought process,
etc. They will write constructive feedback on their essays, highlight sections that they
like and sections they were confused or unsure about. At the end of the peer review
session, students will write down two things they really liked about their partner’s essay,
and one thing they would like to see improved. Students will cycle through partners
until the end of class.

Assessment: Bring in a FINAL draft!!! Woo!

Lesson 15: Final papers due (Summative)

Purpose: Students will turn in their papers today!!!! But before they do that I want them
to hand write a reflection about their paper.

Preparation: Students will need final essays, paper, and pencil.

Procedure: This lesson will be a reflective time for students. They will begin with a
written reflection that should include how they feel about the paper they’re handing in,
how they felt about the process of writing it, what sort of roadblocks or challenges they
ran into while writing, and what they would do differently if they could. This will be a
paper they edit for their portfolio, so their comments could also include what they want
to go back and improve before turning it in later.

After students turn in their paper and reflection, we will engage in a reflective discussion
about the book, what we really enjoyed about it, what we didn’t like, and anything we
didn’t talk about in previous lessons that we would like to. I think this will be a good
chance for students to have an open and safe space to talk about what happened in this
book with their peers, and give them a chance to offer me advice for what I can improve
next time I teach this novel. I will also ask them if the cover (front and back) of the book
did a good job depicting what happened in this book. Because we know what happens in
the book now, do we think the cover art is a good representation of the book? Could it be
improved? Why or why not?

Assessment: The final summative assessment will be the research (compare/contrast)

paper, and the written reflection. The class discussion will function as our formative
assessment.

Rubric:

4 3 2 1 0
Introduction Clearly Introduced the The novel and Either the Neither the
introduced the novel and the the historical novel or the novel or the
novel and the historical event were historical event historical
historical event, though introduced, was introduced, event were
event in a way it could have though it had but not both. introduced.
that flowed been done in a no clear flow.
well. clearer way.
Thesis Thesis stated Thesis was Thesis was not Thesis was Thesis was
clearly. clear, but clear, though weak due to not present
could have one was phrasing or in the paper.
been present in the grammatical
improved. paper. errors, though
May have been one was
vague or present.
wordy.
Conflict 1 (from Conflict 1 was Conflict 1 was Conflict 1 was Very little was Conflict 1
The Hate U nicely explained and mentioned, but said about was not
Give) explained and passages cited explanation conflict 1 from introduced
 passages from in the paper and citations the novel, and and no
the novel cited were from the novel not enough passages
in the paper somewhat were weak. support from from the
were relevant. relevant. the novel was novel were
provided. used.
Conflict 2 Conflict 2 was Conflict 2 was Conflict 2 was Very little was Conflict 2
(historical event nicely explained and mentioned, but said about was not
mentioned in explained and research cited explanation conflict 2, and introduced
the novel) research cited in the paper and citations not enough and no
in the paper somewhat from research research was research was
was relevant. relevant. was weak. provided for provided.
support.
In-text In-text In-text In-text In-text There were
Citations citations were citations were citations were citations were no in-text
properly cited. properly cited attempted, but barely citations.
for the most need to be attempted.
part. improved.
Works-Cited Works-cited Works-cited Works-cited An attempt at a No attempt
Page page was page was page was works-cited at a works-
correct and complete but incomplete page was made, cited page
complete. not entirely and incorrectly but was made.
correct. cited. improvements
are necessary.
Rough Draft The rough The rough The rough The rough draft The rough
draft was draft was draft was not was not draft was not
completed in completed, but completed, but completed, but completed
time for peer not in time for some effort student offered and student
review the peer had been advice and did not
activity. review activity. given. opinions on participate in
others’ writing peer review
during peer session.
review.
Outline An outline was An outline was An outline was x No outline
created and created but started but not was
turned in on not turned in completed. completed.
time. on time.
Proposal A proposal A proposal A proposal was x No proposal
was completed was completed started but not was
and turned in but not turned completed. completed.
on time. in on time.
Reflection A reflection x x x No reflection
was completed was turned
and turned in in.
on time.

Total possible points: 40